Education & Pedagogy

This evaluation addresses Florida concerns that relate to the mandates of the Carl D. Perkins Vocational Education Act for the 2 years ending June 30, 1990. It is based on year-round evaluation activities conducted by the Florida Council on Vocational Education through projects, committee meetings, public hearings, surveys, interviews, and analyses of various data pertaining to vocational education. The report is organized in nine parts that cover the following: (1) introduction, recommendations, commendations, and special recognitions; (2) strengthening vocational education; (3) the private sector and the modernization of vocational education programs; (4) the evaluation of vocational education; (5) business concerns and labor organizations--changing occupations; (6) equal access to vocational education programs; (7) vocational education and the Job Training Partnership Act; (8) Florida state plan for vocational education training; and (9) analysis of the distribution of spending and availability of vocational-technical education activities. Appendixes, which compose half of the document, include synopses of six public meetings and forums and responses to parts 2, 3, 5, and 7 of the report by various constituencies. Sixty-two references are provided. (KC)

The Augustus F. Hawkins-Robert T. Stafford Elementary and Secondary School Improvement Amendments of 1988 (P.L. 100-297) amend most previously authorized programs of federal aid to elementary and secondary education, and authorize several new programs, most of which are consolidated into an amended version of the Elementary and Secondary Education Act of 1965 (ESEA). Under P.L. 100-297, the Chapter 1 Program of education for disadvantaged children is amended to update the allocation formula, encourage greater parental involvement, expand evaluation requirements, and provide incentives for program innovation and improvement. Among the new federal assistance programs authorized in P.L. 100-297 are the following: amendments in the Bilingual Education Act to increase flexibility in instructional techniques; new priorities in the impact aid program; revisions in Indian and Native Hawaiian education; revised auditing procedures for the Department of Education; programs for dropout prevention and secondary school basic skills improvement; parent education programs for disadvantaged children; aid for educational telecommunications networks; a foreign language education program; a program for education of gifted and talented children; and a number of new adult education programs. (Author/TE)

This document describes Italy's systems and procedures for certifying qualifications and skills within the public system of general education and vocational training (VT). Section 1 details the organizational structure, special features, and system of analysis and certification of student skills/qualifications in Italy's system of general education. Topics covered in the subsections are as follows: the public education system in Italy, preparatory education, compulsory schooling, primary education, first- and second-degree secondary education, technical education, vocational education, art education, ongoing education and training for adults, the university system, and Italy's universities within the European Community context. Presented in section 2 is information on the following aspects of Italy's VT system: the role of the state in terms of labor and employment policy, structure and organization of the regional system of VT, management of the regional system of VT, the corporate system of VT, and managerial and entrepreneurial training. The conclusion discusses the importance of giving consideration to the increasingly fluid system of new professions and the resultant opportunity to work toward closer adjustment of levels of vocational and academic qualifications. Appended are a list of abbreviations, 38 references, and glossary. (MN)

This document presents the texts of selected titles, sections, and amendments of federal laws dealing with specific aspects of postsecondary education. It is divided into the following major parts: (1) "General Higher Education Programs"; (2) "Native American Higher Education"; (3) "National Science Foundation"; (4) Mathematics, Science, and Engineering"; and (5) "Assistance to Specified Institutions." Selected titles and subsections include those from the Higher Education Act of 1965; the Higher Education Amendments of 1968, 1980, 1986, and 1992; the National Science Foundation Act of 1950; and the Excellence in Mathematics, Science, and Engineering Education Act of 1990. Among the subjects addressed are institutional and student financial assistance; educator recruitment, retention, and development; international education programs; academic facility improvement and construction; cooperative education; land-grant status for colleges in the United States, Virgin Islands, and Guam; postsecondary education legislation directed at American Indians; and educational improvements in the areas of mathematics and the sciences. (GLR)

Multicultural and global education is a modification of the total school environment that enables students to experience equal education opportunities and develop the knowledge, skills, and attitudes needed to recognize the interdependence of nations and understand the interconnected political, economic, and social problems of an interdependent world. This paper explores several issues which relate to implementation of education that is multicultural and global: (1) the need for an education that is multicultural and global; (2) the relationship of multicultural and global education to the educational needs of the whole person; (3) preparation of teachers for education that is multicultural and global; and (4) the efforts of Silver Lake College (SLC Wisconsin) and Northern Michigan University (NMU) to develop multicultural and global perspectives in their students. These two institutions of higher education hold that: the teacher education curriculum for professional studies should incorporate multicultural and global perspectives; education students should participate in culturally diverse settings; and their classmates and faculty should represent cultural diversity. Results are presented from a human relations survey of preservice teachers enrolled at SLC and NMU. The survey questionnaire, which is included in the appendix, addresses general awareness of cultural influences as they affect individuals, teachers, and current instructional materials. (IAH)

A set of concerns related to home education that is infrequently studied, namely, the content and direction of research in education, is examined. Issues surrounding home education have not been given adequate attention. A sample of home education researchers was gathered by compiling a list of authors who had published in the "Home School Researcher." Nineteen of 23 surveyed authors responded with information about themselves and their research. Survey responses indicate that research on home education is being conducted by a fairly diverse group of researchers, most of whom are in education-related occupations. About half of the researchers had not engaged in home education themselves. Much of the research on home education appears to be descriptive rather than experimental or quasi-experimental. No framework exists to unite the efforts of home education researchers. Nearly half of the researchers indicated that they did not maintain an interest in home education research, but those who did suggested several directions for the field. Broad findings demonstrate that researchers in the area can benefit from a critical analysis of practice, models, and perspective. Two tables summarize characteristics of home education researchers and methodology and sampling characteristics. (SLD)

This book explores the meaning, necessity, and benefits of multicultural education for students from all cultural backgrounds. The constant and complex interplay and interactions among personal, social, political, and educational factors in exploring the success or failure of students in schools and the benefits of multicultural education are considered. In Part I, the author develops a conceptual framework for multicultural education in the sociopolitical context and emphasizes structural and cultural factors in schooling as well as individual and group responses to education. This section focuses on understanding the myriad forces that may affect the school achievement of students. Case studies appear throughout to highlight salient issues. Part II focuses on the implications of the case studies for teaching and learning. Using the definition of multicultural education developed in the first section, the author presents a rationale for multicultural education as a way of equalizing educational experiences. This section also explores school and home life and conflicting expectations, collaboration for positive student achievement, ways to remove barriers that inhibit learning, suggestions for developing environments that foster high-quality education, multicultural education as a process, and a model of multicultural education that affirms all students. (Contains 366 references.) (JB)

Based on materials originally prepared for a course being developed at an Australian university, this book examines critical issues in distance education and open learning. The book is organized in five parts. The first part locates distance education in relation to education and social science and provides a general introduction and orientation. The other four parts provide a broad critical social scientific approach, each with an introduction by one of the editors and two contributors' chapters. The following articles are included: "An Epistemological Orientation to Critical Reflection in Distance Education" (Terry Evans); "Disability and Distance Education in Australia" (Christopher Newell, Judy Walker); "Gender Issues in Distance Education--A Feminist Perspective" (Margaret Grace); "On the Possibility of Dialogue in Distance Education: A Dialogue" (Helen Modra); "Teaching Texts and Independent Learning" (Daryl Nation); "Distance Education in a Developing Context: Ghana" (Kwasi Ansu-Kyeremeh); "Distance Education and the Developing World: Colonisation, Collaboration and Control" (Richard Guy); "Critical Essay on Technology in Distance Education" (Michael Campion); "Towards a Critical Educational Technology in Distance Education" (David Harris); and "Endnote: Beyond the Text" (Terry Evans, Bruce King). (387 references) (KC)

The Indian Nations At Risk Task Force held seven regional hearings during 1990 on issues in American Indian education. This document contains detailed reports of the seven hearings, individual summaries of each hearing, and an overall summary of issues and recommendations offered in the field of American Indian education. Major areas of concern included: (1) federal funding of Native American education; (2) teachers and teacher training; (3) Native parent and community participation and self-determination; (4) integration of Native language and culture into the curriculum; (5) financial aid for Native postsecondary education; (6) postsecondary readiness, recruitment, and persistence among Native students; (7) tribally controlled community colleges; (8) support services for at-risk Native youth; (9) development and improvement of the curriculum and of educational programs; (10) role of federal, state, and tribal government; (11) racial bias and stereotypes on personal and institutional levels; (12) standards and testing; (13) early childhood education programs; (14) urban and public school education; (15) adult basic education; (16) special education, Chapter 1, and other special services; and (17) data collection and research. This document contains various statistics on Native American enrollment, dropout rates, educational attainment, and academic achievement. (SV)

This business education curriculum model contains elementary, middle/junior high, and high school business education courses for Iowa students in the following areas: accounting, basic business, information processing, marketing, and general topics. A curriculum model provides specific courses for different educational levels. Each area contains units, and within each unit, the following may be included: introduction, course objectives, competencies, course content, teaching strategies, and references. Accounting units include recordkeeping, accounting I, and accounting II. Basic business units are as follows: introduction to business, consumer economics, business mathematics, and business law. Information processing includes five units: keyboarding, word origination, computer applications, business procedures, and business and office education. Marketing units include the following: principles of marketing, sales and promotion, entrepreneurship, marketing education, and a marketing education-related class. General topics are as follows: advisory councils, area education agencies, articulation, career education, certification, community colleges, continuing education, equity, Iowa Curriculum Assistance System, methods of instruction, multioccupations, prehigh school, professional organizations, program evaluation standards, public relations, small schools, special needs, student organizations, and training demands. (NLA)

This report, one of a series of country studies on higher education and employment particularly in continuing professional education, looks at recent developments in Great Britain. In particular the report concentrates on developments at the interface between the country's higher education system and working adults in managerial or professional jobs. Following a preface and an introduction the first of four main sections describes the nature of continuing professional education including its development, the roles and responsibilities of various actors, access, certification and accreditation issues, and funding. The second section reviews the market for continuing professional education: the employer's perspective, the role of professional associations and the activities of other organizations such as commercial providers. The third section outlines higher education's response to changes and their central role in providing continuing professional education as well as discussing the effect of demand for continuing education on the universities and the place these services take in the universities. A concluding section argues that development of continuing professional education has been haphazard and unbalanced and argues for increased collaboration between industry and higher education. (Contains 74 references.) (JB)

This report, one of a series of country studies on higher education and employment particularly in continuing professional education, looks at recent developments in Italy. Following an introduction which offers basic data on higher education in Italy, Chapter I reviews the current challenges and demands facing the Italian system, in particular in relation to the productivity of higher education and the labor market and the university reform movement. Chapter II looks at the legislative and institutional framework for continuing professional education. Chapter III offers a quantitative analysis of the role of different actors in continuing professional education: universities, and small and large private companies offering their own training programs. Chapter IV analyzes the role of the university in higher continuing professional education beginning with the legislative and institutional framework and including analysis of costs, student characteristics, faculty characteristics, admissions, course methods, and placement. Two examples illustrate continuing education programs: first, the educational activities of the National Research Council and, second, the Bocconi University post graduate program. A final section offers conclusions. Additional data are provided in appended tables and graphs. (JB)

The paper describes how Concordia College (Minnesota) restructured its teacher education programs, beginning with secondary education, to develop a knowledge base for teacher education. Data from a survey of employers of first year graduates, from a survey of the graduates themselves, and from comments collected from students and the teachers working with them were reviewed along with previous evaluations of the school's programs. Student and faculty goals as well as research on education were examined and the existing program was assessed. A philosophy statement which emphasized faculty beliefs about teacher education was drafted, and all secondary education faculty agreed on developing a teacher education program based on the concept of reflective teaching. The faculty wrote six disposition statements to form the parameters of the teacher education program and created objectives to help develop the stated dispositions in students. Faculty members translated the developing knowledge base into college courses and experiences, integrating the professional education component of teacher education within the liberal arts curriculum and making it the focus of a significant amount of academic programming. Programs were designed in three clusters, each with a field-based component; students worked with at least two professors per cluster. An outline of the Concordia cluster program is included. (Contains 17 references) (SM)

In spring 1994, the North American Association for Environmental Education (NAAEE) Board of Directors approved a recommendation that the Association take the lead in establishing standards for environmental education. The four working papers contained in this publication are the first step in the NAAEE Standards Project. The papers discuss the importance and need for environmental education standards, review what has been done in the past, and propose a framework of actual preparation of standards in three key areas: (1) student performance; (2) educator performance; and (3) education materials. This project will facilitate the development of a model set of national standards for environmental education. The papers are as follows: (1) "Developing National Standards for Environmental Education: Context and Scope"; (2) "Developing a Framework for National Environmental Education Standards"; (3) "Developing a Framework for National Environmental Educator Performance Standards"; and (4) "Proposed National Environmental Education Materials Development Standards." Chapter subareas include developing a framework for Standards, guidelines based on environmental education literature, and synthesis of guidelines. The paper on educator standards also addresses state-level certification or endorsement requirements. The paper on education materials covers guidelines for curriculum review as well as for materials development and use. (PVD)

The theme of the 1993 conference of the North American Association for Environmental Education was "Pathways to Partnerships: Coalitions for Environmental Education." Speakers on environmental issues represented government agencies and legislative houses, international institutions, businesses, and academia and included U.S. Representative Karan English and Madeleine May Kunin, Deputy Secretary of the U.S. Department of Education. The proceedings are divided into five major areas. General session presentations, which include both keynote and featured speakers, include topics on environmental education legislation, reform, and perspectives on the Tennessee River and the Ukraine. Conference workshops include businesses in partnership in education, developing teacher training programs, student assessment, and ecological economics. Symposia cover such topics as wildlife, environmental education advocacy, role of government, adult education, multimedia, sustainable development, and environmental education research. Conference papers were grouped into six related strands: (1) "Educating about Environmental Issues and Policies"; (2) "Curriculum and Teaching Strategies"; (3) "Nonformal Programs"; (4) "International Education Programs"; (5) "From Research To Application in Environmental Education; and (6) "Promoting Environmental Education Programs." Contains a total of 132 conference papers. (PVD)